Level: B1–B2 (Lower–Upper Intermediate)
Profile: Lawyer
Time: 50–60 minutes
Focus: Speaking, Argumentation, Vocabulary

🎯 Objectives

By the end of the lesson, the student will be able to:

• Talk about online relationships and loneliness

• Express opinions clearly and politely

• Discuss simple legal and ethical ideas

• Use key vocabulary in arguments

🔹 1. Strong Opening (Simple but impactful)

Start with a clear statement:

“Today, some online platforms are not only about content, but also about personal messages and relationships.”

Then ask:

• “Do you think this changes how we see these platforms?”

• “From a legal perspective, do you see any risks?”

👉 If needed, help with sentence starters:

• “I think it changes because…”

• “In my opinion, there is a risk of…”

🔹 2. Understanding the Concept (Guided)

Ask:

• “What do people do on platforms like OnlyFans?”

• “What is different now compared to before?”

Guide her to these ideas:

• People send direct messages

• Communication is more personal

• There is a feeling of connection

👉 Support phrases:

• “It is different because…”

• “Now users can…”

🔹 3. Loneliness & Motivation

Ask:

• “Why do people use these platforms?”

• “Do you think loneliness is a reason?”

Follow-up:

• “Do these platforms help people feel better—or worse?”

• “Can people become emotionally dependent?”

👉 Support phrases:

• “Some people may feel…”

• “This can lead to…”

🔹 4. Legal Angle (Simplified but professional)

Ask:

• “Do you think there should be rules for this kind of interaction?”

• “When can this become a problem?”

More guided:

• “If a person believes the relationship is real, is that a legal issue?”

• “Can this be considered manipulation?”

👉 Support phrases:

• “From a legal point of view…”

• “This could be considered…”

• “There should/shouldn’t be regulation because…”

🔹 5. Ethical Discussion

Ask:

• “Is it right to make money from emotional attention?”

• “Is this entertainment or something more serious?”

Challenge:

• “Who is more responsible: the platform, the creator, or the user?”

👉 Support phrases:

• “I believe it is ethical/unethical because…”

• “The responsibility should be on…”

🔹 6. Gender & Power (Simplified)

Ask:

• “Do you think some people are more vulnerable than others?”

• “Who has more power: the creator or the user?”

👉 Support phrases:

• “In my opinion, ___ has more power because…”

🔹 7. Future Question (Closing)

Ask:

• “Do you think this type of interaction will grow in the future?”

• “Should governments control it?”

👉 Encourage longer answers:

• “In the future, I think…”

• “It will probably…”

🧩 Key Vocabulary (with simple definitions + examples)

These are your “target words” — encourage her to use at least 4–5 during discussion.

1. Emotional dependency

👉 When someone feels they need another person emotionally

• “Users can develop emotional dependency on creators.”

2. Online relationship

👉 A connection between people on the internet

• “Some users think they have a real online relationship.”

3. Manipulation

👉 When someone controls or influences another person unfairly

• “This could be a form of manipulation.”

4. Consent

👉 Permission or agreement

• “Both sides give consent, but is it fully informed?”

5. Exploitation

👉 Using someone for personal benefit (often unfairly)

• “Some people see this as exploitation.”

6. Responsibility

👉 Who is accountable for something

• “The platform has some responsibility.”

7. Regulation

👉 Rules created by the government

• “There should be more regulation in this area.”

8. Digital intimacy

👉 Feeling close to someone online

• “Digital intimacy can feel very real.”

🗣️ Mini Speaking Task (Very useful)

Ask her to answer:

“Do you think platforms like this are more harmful or beneficial to society and why. present your own arguments to this alarming fact for only fans users and creators.

word bank>

spreading/ expanding/ follow restrictions/ freedom/ nurture/frame/ niche/ invested interest/ revenue/profit / staggering/

👉 Require:

• At least 2 vocabulary words

• At least 2 argument phrases

💬 Argumentation Support (VERY important for her profile)

Give her this structure:

• “First of all, …”

• “Another important point is…”

• “However, …”

• “In conclusion, …”

Watch the video and make a list of expressions and new words to discuss in class:

🔎 GRAMMAR INPUT

Actions that started in the past and continue to the present. 

• They have lived in that house for years.

• I have been a teacher since 2019.

• She’s worked here for a while now.

• Daniel has played the guitar since he was young.

Useful vocabulary for actions that started in the past and continue to the present: for (durations) and since (from a point in time)

When the time period has not yet finished.

• It has rained a lot this year.

• I’ve travelled so much already this month.

• They haven’t eaten much yet.

• The team still hasn’t won a game this season.

Useful vocabulary for unfinished time periods: already (expresses that something happened sooner than expected), yet (up until now), still (up until now)

Something that happened in the past but is relevant in the present. 

• I’m not hungry because I’ve already eaten.

• He can speak fluent Spanish because he’s lived in Spain before.

• She hasn't studied much for the exam yet so she’s a bit worried.

• The garden looks ugly because the roses haven't grown yet.

Useful vocabulary for past actions that are relevant in the present: already (expresses that something happened sooner than expected), yet (up until now), still (up until now)

Life experiences without specifying when they happened. The time is not important or not known. 

• She has never been to Delhi.

• They have climbed several mountains.

• We have seen incredible wildlife.

• You’ve never met my sister.

Useful vocabulary for life experiences: never (to say that you have not experienced something)

Actions that happened in the very recent past. 

• We have just arrived at the party. 

• Margaret has just announced that she’s pregnant.

• The kettle has just boiled. Would you like a cup of tea?

• Come and watch the movie! It’s just started.

Profile: Advanced student (Lawyer)

Level: B2–C1

Time: 60–75 minutes

Focus: Legal reasoning, argumentation, persuasion, advanced vocabulary

Theme: AI, Professional Value & Human Judgment

odd jobs/ cashiers/plumbers/tailors/butchers/baker /secretaries.

list of vocabulary bank/

empower/ booming/ slightly

🎯 Objectives

By the end of the lesson, the student will:

• Construct and defend nuanced arguments about AI and employment

• Use legal-style reasoning (claims, evidence, counterarguments)

• Apply advanced vocabulary in a professional/legal context

• Deliver a persuasive mini-argument (oral + written)

highlights.

vulnerability/ high touch/ high touch/to code/

🔥 1. Warm-up (5–10 min)

Push for precision and justification:

• Which legal tasks could AI realistically replace today?

• Which aspects of legal work require human judgment?

• Would you trust an AI judge? Why or why not?

👉 Challenge:

“If AI becomes more accurate than humans, should we still prefer human decisions?”

📖 2. Framing the Issue (5 min)

Present it as a legal and ethical dilemma:

“As AI systems become capable of drafting contracts, predicting case outcomes, and even mediating disputes, the legal profession faces a key question: Is human interaction still essential, or merely a tradition we’re reluctant to abandon?”

Introduce the key concept:

• “Human comparative advantage” → the uniquely human skills that remain difficult to automate (judgment, ethics, empathy, persuasion)

⸻

💬 3. Advanced Vocabulary (Legal & Analytical)

Encourage active use + precision:

⚖️ Core Terms

• Discretion – the ability to make judgments in complex situations

“Judicial discretion cannot be fully codified.”

• Liability – legal responsibility

“Who bears liability if an AI makes a flawed legal recommendation?”

• Due process – fair legal procedures

“Can AI ensure due process without human oversight?”

• Bias (algorithmic bias)

“AI may replicate systemic bias present in data.”

• Accountability

“AI creates a gap in accountability.”

⸻

🧠 Conceptual Language

• Automation of cognition

• Dehumanization of services

• Augmentation vs replacement

• Decision-making authority

• Ethical trade-offs

• Trust vs efficiency dilemma

👉 Quick practice:

Ask the student to create 1 sentence per term related to law

⸻

⚡ 4. Deep Discussion & Legal Analysis (25–30 min)

Push for structured arguments (like a case):

🔹 Core Questions

1. Should AI be allowed to make legal decisions independently?

2. Is efficiency more important than human judgment in law?

3. Can empathy influence justice—or does it distort it?

4. Will AI reduce or reinforce inequality in legal systems?

⸻

💣 Debate Scenarios (Law-Focused)

Scenario 1:

An AI system predicts criminal sentencing with 95% accuracy.

• Should judges follow it?

• If they don’t, are they acting irrationally?

I think if have 1% of chances to AI failed in his sentence, the judge can't be acting irrationally. They have to dig deep and to tackle and discuss more , before giving the sentence.

⸻

Scenario 2: homework

A law firm replaces junior lawyers with AI tools.

• Is this innovation or exploitation?

• What happens to professional development?

⸻

Scenario 3: homework

An AI mediator resolves disputes faster and more cheaply than humans.

• Should courts require its use?

⸻

👉 Push constantly:

• “What’s your legal basis?”

• “What would be the counterargument?”

• “What are the unintended consequences?”

⸻

🧩 5. Mini-Debate (Highly Recommended) (10–15 min)

Motion:

“Human judgment in law is overrated and should be minimized.”

• Student = Defense or Opposition

• You = Opponent

Structure:

• Opening argument (1–2 min)

• Rebuttal

• Final statement

⸻

✍️ 6. Writing Task (Advanced & Provocative) (10–15 min) homework

Task:

Write a legal-style opinion paragraph :

“In an AI-driven legal system, what role—if any—should human judgment still play?”

->

🧠 Advanced Class:

Escaping Algorithmic Rage — Rethinking Digital Environments

advertising

🎯 Objectives

• Critically analyze the psychological and structural design of social media

• Articulate complex opinions using advanced discourse markers

• Evaluate ethical responsibility in tech design

• Explore intentional digital behavior and alternative platforms

🧊 Warm-up: Emotional Audit of Digital Life

Prompt:

👉 If your social media experience had a “psychological profile,” how would you describe it?

Encourage layered answers:

• Emotionally draining vs cognitively stimulating

• Addictive vs intentional

• Passive consumption vs active engagement

Follow-up:

• Has this profile changed over time? Why?

🧠 Concept Framing (Mini-Lecture + Interaction)

Introduce this idea:

“Modern social media is no longer neutral—it is architected to capture and retain attention, often by amplifying emotionally charged content such as outrage, fear, or comparison.”

👉 Ask:

• What is the difference between user choice and algorithmic manipulation?

• At what point does persuasion become exploitation?

📚 Advanced Vocabulary & Discourse Tools

Focus on precision and sophistication:

• Amplification → Increasing visibility or intensity

• Algorithmic bias → Systematic favoring of certain content

• Doomscrolling → Compulsive consumption of negative content

• Behavioral design → Designing systems to influence actions

• Cognitive overload → Excessive mental stimulation

• Digital agency → Control over one’s online behavior

Discourse markers:

• To a certain extent…

• What’s particularly striking is…

• This raises the question of whether…

• One could argue that… however…

👉 Practice:

Have the student reformulate simple opinions into more nuanced ones.

🎧 Context Discussion (Episode-Based)

Say:

“In the interview, Bill Ready suggests that platforms like Pinterest can be intentionally designed to foster creativity and emotional well-being, rather than outrage.”

👉 Critical questions:

• Is “positive algorithm design” realistic or idealistic?

• Can a platform remain profitable without exploiting attention?

• Is Pinterest truly different, or just differently addictive?

• inspirational object, outfits and ideas for deco. for reforming spaces.

  
  

💬 Deep Discussion: Structural Critique

homework>

Part 1: The Attention Economy

👉 Ask:

• How does outrage function as a form of currency online?

• Why is negative content often more “engaging”?

Push further:

• Is engagement an ethical metric?

• Should platforms redefine success?

Part 2: Responsibility & Ethics

👉 Debate:

Statement:

“Social media companies should be held accountable for users’ mental health.”

Student must:

• Agree partially

• Disagree partially

• Justify both sides

Part 3: Illusion of Control

👉 Ask:

• Do users really control their feeds, or is this an illusion?

• What does “digital autonomy” actually mean today?

🔄 Analytical Task: Comparing Platforms

Ask the student to compare:

• Instagram → performance, comparison, validation

• Pinterest → inspiration, planning, creativity

👉 Questions:

• How do their design philosophies differ?

• Which one aligns more with long-term well-being?

🧭 “Ways Out” — Strategic Thinking

Shift from personal to systemic:

👉 Ask:

• Is the solution individual (self-control) or structural (platform redesign)?

• Can users realistically resist highly engineered systems?

I think this problem is mostly structural. These platforms are designed to keep users engaged, so self-control alone is not enough.

In my opinion it's very difficult for users to resist because these systems are highly optimized to capture attention.

🎭 Role Play: Ethical Tech Debate

Scenario:

You are:

• Student → Tech company advisor

• Teacher → CEO focused on profit

👉 Task:

Convince the CEO to redesign the platform for well-being

Include:

• Trade-offs

• Risks

• Long-term vs short-term gains

word bank>

✍️ Critical Reflection

👉 Final question:

“Is it possible to design a social media platform that is both ethically responsible and commercially successful, or are these goals fundamentally incompatible?”

Encourage:

• Structured argument

• Examples

• Counterarguments

  
  

In my opinion, it is possible to create a social media platform that is ethical and profitable, but ir is not easy. Most platform focus on engagement because they make money from ads. For example, a plarform could use subscription instead of ads. On th other hand, some people think tha less engagement means less profit. Overall, I think it is possible, but companies need to change their strategy.

🏁 Optional Homework (Advanced)

Write a short reflection (150–200 words):

👉 “To what extent are we complicit in the negative effects of social media?”

Is a four-day week the future of work?
Based on What in the World

🎯 Objectives

By the end of the class, the student will:

• Analyze the impact of a four-day workweek

• Express nuanced opinions using advanced structures

• Compare international trends with Brazil

• Build structured arguments and counterarguments

🔥 Warm-up (5–8 min)

Ask:

• How productive are you during a typical week?

• No time for not being productive

• I need to meet target for the day

• we engineered walls for protection so it is very demanding to build.

• I need to report the amount of risers for my leaders.

• Do you think long hours = better results?

• I think it depends on the work for the day, more hours can be profitable and the workers are under production.

👉 Push further:

• “Is productivity about time or efficiency?”

🧠 Vocabulary Upgrade (10–12 min)

Go beyond definitions—focus on usage in arguments:

• Burnout → “Many employees are at risk of burnout due to long hours.”

• Productivity gains → improvements in output

• Work-life balance → “a better balance leads to higher satisfaction”

• Pilot scheme → British English alternative to “pilot program”

• Compressed schedule → same hours, fewer days

• Labor reform → changes in employment laws

👉 Practice:
Student must connect 2 ideas:

• “A four-day week could improve work-life balance, which may reduce burnout.”

🎧 Listening (10–15 min)

From BBC World Service

Focus:

Instead of just understanding, ask the student to interpret:

• What surprised you the most?

• Do you think these results are realistic long-term?

💬 Advanced Comprehension

• What assumptions are companies making when they test a four-day week?

• Are the results universally applicable? Why or why not?

• What limitations can you identify in these trials?

🧩 Language Focus (Key Upgrade)

1. Hedging (softening opinions)

• “It seems that…”

• “There is some evidence that…”

• “This might suggest that…”

2. Conditionals (real + hypothetical)

• “If companies reduce working days, productivity might increase.”

• “If Brazil were to adopt this model, it could face challenges.”

3. Contrast & Complexity

• “Although productivity increased, some sectors struggled.”

• “While this works in theory, in practice it may be difficult.”

🌎 Brazil Deep Dive (15–20 min)

Now push into critical thinking about Brazil:

Ask:

• To what extent is Brazil ready for this shift?

• Would this increase inequality between sectors?

• Could this benefit only white-collar jobs?

👉 Force structure:

• “From an economic perspective…”

• “Socially speaking…”

• “In the long run…”

⚖️ Structured Debate (20 min)

Roles:

• Student → Government advisor (pro policy)

• Teacher → Business leader (against policy)

Add REAL debate structure:

Student must include:

1. Main argument

2. Example or evidence

3. Counterargument + response

Example model:

“Although some industries may struggle, a four-day workweek could improve overall productivity. For example, trials in other countries show employees are more focused. While critics argue that costs may increase, this could be offset by higher efficiency.”

🧠 Critical Thinking Challenge

Ask:

• “Is this policy realistic, or is it idealistic?”

• “Who wins and who loses in this model?”

🗣️ Final Speaking Task (Advanced)

Scenario: Brazil in 2027 adopts a four-day workweek

Student must discuss:

• Economic impact

• Social impact

• Personal impact

• Risks and unintended consequences

👉 Push for:

• At least 3 structured arguments

• Use of hedging + conditionals + contrast

✍️ Writing Homework (Upgraded)

Essay (150–200 words):
“Should Brazil adopt a four-day workweek?”

Must include:

• Introduction with clear opinion

• 2 arguments + 1 counterargument

• Conclusion

⚖️ Discussion Lesson:

Are Landline Phones Making a Comeback?

Profile: (Lawyer)

Level: B2–C1

Time: 60–75 minutes

Focus: Argumentation, legal reasoning, societal analysis

Theme: Technology, Attention, Regulation, Digital Rights

🎯 Objectives

By the end of the lesson, the student will:

• Build structured arguments about technology and society

• Discuss regulation, responsibility, and individual rights

• Use advanced vocabulary in a legal/social context

• Defend and challenge ideas through debate

🔥 1. Warm-up (5–10 min)

Start with personal + societal reflection:

• How often do you check your phone daily?

• Do you think people are addicted to smartphones?

• Should excessive phone use be considered a public issue?

👉 Provocative question:

“Should governments regulate smartphone usage the same way they regulate drugs or gambling?”

Push:

• “On what legal basis?”

• “Would that violate personal freedom?”

📖 2. Context & Framing (5 min)

Present the topic clearly:

“In a world dominated by smartphones, some people are turning back to simpler technologies like landline phones to reduce distraction and regain control of their attention.”

Key idea:

• “Attention economy” → companies compete for user attention as a valuable resource

Frame as a legal/social dilemma:

• Is smartphone overuse a private choice or a public concern?

💬 3. Advanced Vocabulary (Legal & Analytical)

Encourage precise usage:

⚖️ Core Legal Concepts

• Regulation – government control over activities
  “The regulation of tech companies is increasing worldwide.”

• Liability – legal responsibility
  “Should platforms have liability for addictive design?”

• Informed consent
  “Do users truly give informed consent when using apps?”

• Consumer protection
  “Smartphone design may require stronger consumer protection laws.”

• Right to privacy
  “Constant connectivity may undermine the right to privacy.”

🧠 Conceptual Language

• Digital addiction

• Behavioral design / persuasive technology

• Loss of autonomy

• Surveillance capitalism

• Public health concern

• Freedom vs control

👉 Quick practice:

Ask the student to:

• Define 2–3 terms in their own words

• Give a real legal example (even hypothetical)

⚡ 4. Deep Discussion (25–30 min)

Push for structured legal-style arguments:

🔹 Core Questions

1. Are smartphones designed to be addictive—or is it just user behavior?

I think it is mostly user behavior. Smartphones have many functions, and some of them can be addictive, but there are also other functions that can be very helpful in our lives and make life easier.

1. Should tech companies be legally responsible for user addiction?

his is a very delicate issue because companies cannot control every person’s behavior. It is difficult to control how people use their phones, and this also raises questions about personal freedom. However, I believe we should think about ways to reduce smartphone addiction, especially on social media.

1. Is reducing phone use a personal responsibility or a regulatory issue?

In my opinion, it is a personal responsibility, but institutions also have to act on this problem. It should not be only the individual’s responsibility to overcome it. I think that if this issue starts to be treated as a health problem, institutions and health professionals may look at it differently.

1. Could returning to simpler technologies (like landlines) be a real solution?

Some technologies have made our lives easier and more practical. Today, many people depend on smartphones, so returning to simpler technologies would not be a real solution. In my opinion, we should treat smartphone addiction as a health issue and think about better ways to control its impact on people’s lives.

💣 Debate Scenarios

Scenario 1: The “Retro Phone” Movement

A company promotes landline-style devices to reduce smartphone addiction.

• Is this a genuine solution or just a marketing strategy?

• Should governments support such initiatives?

Scenario 2: Regulation of Apps

A law requires apps to limit screen time and reduce addictive features.

• Is this protection or overreach?

• Would it survive constitutional/legal scrutiny?

Scenario 3: Employer Control

A company requires employees to use only basic phones during work hours.

• Is this legal?

• Does it violate personal freedom or privacy?

👉 Constant push:

• “What’s the legal justification?”

• “What rights are involved?”

• “What would be the counterargument?”

• “What precedent could apply?”

🧩 5. Mini-Debate (10–15 min)

Motion:

“Smartphone addiction should be regulated by law.”

Roles:

• Student = Defense or Opposition

• You = Opponent

Structure:

• Opening argument (1–2 min)

• Rebuttal

• Final statement

👉 Challenge with:

• “Where do we draw the line between freedom and protection?”

• “Is this enforceable in practice?”

✍️ 6. Writing Task (10–15 min)

Task (150–200 words):

“Should governments regulate smartphone usage to protect users’ attention and mental health?”

Encourage:

• Clear position

• At least one counterargument

• Use of legal vocabulary

💡 Optional Extension

Ask:

• “If you had to draft a law regulating smartphone use, what would it include?”

Upper-Intermediate / Advanced Discussion Class

Topic

How do streaming, AI, social media, video calls, and digital habits affect the environment?

Warm-Up Discussion

Questions

1. What do you stream the most: films, music, YouTube, podcasts, or series?

2. Do you think the internet has a carbon footprint?

3. What digital habits could be harmful to the environment?

4. Have you ever thought about the environmental cost of AI tools?

Pre-Listening Vocabulary

Match the words with the meanings

Vocabulary

• carbon footprint

• streaming

• data centre

• renewable energy

• emissions

• sustainability

• artificial intelligence (AI)

• doom and gloom

• optimism

• consumption

Definitions

a. the use of natural resources by people
b. pollution released into the atmosphere
c. a feeling that the future can improve
d. technology that imitates human thinking
e. the environmental impact of human activity
f. systems that store internet information
g. environmentally responsible practices
h. watching content online without downloading it
i. extremely negative thinking about the future
j. energy from natural sources like wind or solar

Listening Focus

While listening, students should identify:

• surprising facts

• arguments that shocked them

• examples of environmental impact

• positive solutions mentioned

• opinions they agree/disagree with

Key Discussion Theme

“The digital world feels invisible, but it has a physical environmental cost.”

Teacher Prompt

Explore this contradiction:
People often associate pollution with factories, planes, or cars — but rarely with Netflix, cloud storage, AI, or social media.

Ask:

• Why do we disconnect technology from environmental damage?

• Is “digital pollution” harder to understand because we can’t see it?

Deep Discussion Questions

Part 1 – Streaming & Entertainment

1. Should people feel guilty about binge-watching shows?

2. Is streaming culture excessive today?

3. Do platforms encourage unhealthy consumption?

4. What’s more environmentally harmful:

   • streaming video,

   • fast fashion,

   • or food waste?

5. Would you reduce streaming time to help the environment?

Part 2 – AI and Technology

1. Should AI companies be responsible for their environmental impact?

2. Do the benefits of AI outweigh the environmental costs?

3. How might AI help solve climate problems?

4. Is technological progress always positive?

5. Could humans become too dependent on energy-intensive technology?

Part 3 – Optimism vs Pessimism

Quote Discussion

“Is it really all doom and gloom out there?”

1. Why do climate discussions often feel emotionally exhausting?

2. Do people become numb to climate news?

3. Is optimism necessary for change?

4. What examples give you hope about the future?

5. Which generation is taking climate change more seriously?

Critical Thinking Activity

Ranking Task

Rank these activities from MOST environmentally damaging to LEAST environmentally damaging:

• streaming a movie in HD

• using AI for 30 minutes

• taking a short flight

• buying fast fashion

• driving a car daily

• video calls for work

• cryptocurrency mining

Follow-up

Students must justify and defend their rankings.

Debate Activity

Statement

“Individuals are not responsible for climate change — corporations are.”

Team A

Agree

Team B

Disagree

Students should use:

• examples

• statistics (if known)

• personal experiences

• ethical arguments

Language Focus

Useful Expressions for Advanced Discussion

Agreeing

• That’s a valid point.

• I completely agree to some extent.

• I can definitely see that happening.

Disagreeing

• I’m not entirely convinced by that.

• I think the issue is more complicated.

• That argument overlooks the fact that…

Speculating

• It’s possible that…

• We might eventually see…

• There’s a strong chance that…

Giving Nuanced Opinions

• On the one hand…, but on the other…

• Although technology creates problems, it can also…

• The real issue may not be technology itself, but how we use it.

Writing Reflection

Choose ONE question

1. Is digital technology making climate change worse or helping solve it?

2. Should governments regulate the environmental impact of AI?

3. Can individual lifestyle changes really make a difference?

Instructions

Write:

• an introduction

• two developed arguments

• one counterargument

• a conclusion with your opinion

Final Conversation

Imagine this future scenario:

“In 2040, governments begin limiting personal streaming time and AI usage to reduce emissions.”

Discuss:

• Would society accept this?

• Would it be fair?

• What alternatives could exist?

• How would your life change?

Homework (Optional)

Research Task

Find ONE surprising fact about:

• AI energy consumption

• streaming emissions

• data centres

• green technology

• climate innovation

Come prepared to explain:

• why it surprised you

• whether it changed your opinion

• if the media talks enough about it

Theme

🎓 Education Systems Around the World

Level

Video Topic

Education, global school systems, inequality, and access to education

Lesson Objectives

By the end of the class, the student will be able to:

• discuss education systems in different countries

• express opinions about schools and learning

• talk about global problems affecting education

• improve listening and speaking fluency

• use vocabulary related to education and society

Warm-Up Questions

1. What was your favorite subject at school?

2. Do you think school prepares people for real life?

3. What qualities make a good teacher?

4. Which country do you think has the best schools?

5. Is education equal in every country?

Key Vocabulary

Teach the meanings before watching the video:

• education system

• poverty

• inequality

• access to education

• classroom

• ranking

• compulsory education

• literacy

• scholarship

• barrier

• academic pressure

• public school

• private school

Before Watching

Tell the student:

“While watching the video, try to identify:

• countries with strong education systems

• problems students face

• reasons why education is important”

While Watching – Listening Questions

1. Which regions usually get the best school results?

2. Which countries are mentioned as examples of good education systems?

3. What barriers stop children from attending school?

4. Why can education change lives?

5. What can countries learn from successful school systems?

Post-Video Discussion

1. Do you think test scores are the best way to evaluate education?

2. Why are some countries more successful in education than others?

3. How does poverty affect learning opportunities?

4. Should education be completely free?

5. What problems exist in Brazilian schools?

6. Is online education effective?

7. Do students today experience too much pressure?

Useful Expressions for Discussion

• I believe that…

• In my opinion…

• One important issue is…

• I agree because…

• I disagree because…

• From my perspective…

• A major advantage is…

• One challenge is…

Speaking Activity – Compare Countries

Ask the student to compare educational systems between countries.

Possible comparisons:

• Brazil and Finland

• Brazil and Japan

• Public and private schools

• Traditional schools and online schools

Guiding questions:

• Which system seems more effective?

• Which students face more difficulties?

• Are teachers respected?

• Is discipline important?

• Which country invests more in education?

Debate Activity

Topic:

“Good grades do not always mean intelligence.”

The student should:

• give examples

• explain opinions

• agree or disagree with arguments

• use personal experiences if possible

Grammar Focus – Present Perfect

Examples connected to education:

• I have studied English for many years.

• I have never studied abroad.

• Technology has changed education a lot.

• Many countries have improved their school systems.

Practice questions:

• Have you ever had an unforgettable teacher?

• Have schools changed since your childhood?

• Have you ever taken an online course?

• Have you ever helped someone study?

Critical Thinking Task

Imagine You Are the Minister of Education

Ask the student:

“What changes would you make in your country’s schools?”

Possible ideas:

• teacher salaries

• technology in classrooms

• mental health support

• free meals

• transportation

• university access

• safety at school

Encourage long answers and explanations.

Final Speaking Challenge

“My Ideal School”

The student describes:

• subjects

• schedules

• rules

• technology

• teaching style

• homework policy

Prompt:

“My ideal school would…”

Homework Options

Writing Task

Write about:

“What makes a good education system?”

(150–200 words)

OR

Research Task

Research a country famous for education and explain:

• why it is successful

• what challenges it still faces

• what Brazil could learn from it

Possible countries:

• Finland

• Japan

• South Korea

• Canada

• talk about internet access and censorship

• describe challenges people face when governments restrict the internet

• discuss solutions people use to stay connected

• express opinions about freedom of information and technology

Warm-up discussion (5–10 min)

Ask:

• How important is the internet in your daily life?

• What do you use the internet for most?

• Could you live without internet for a week?

• What would be difficult without internet?

• Have you ever experienced bad internet or a service blackout?

  
  

Vocabulary pre-teach

censorship

control of information by a government or authority

Example:
Some governments use censorship to block websites.

internet shutdown

when access to the internet is stopped or limited

Example:
People could not access the internet during the shutdown.

restriction

a limit or control

Example:
There are restrictions on social media in some countries.

bypass

to go around something

Example:
People use technology to bypass internet blocks.

access information

to get news, facts, or knowledge

Example:
People need internet access to get information.

stay connected

to remain in contact with people

Example:
The internet helps families stay connected.

smuggling

moving something secretly, often illegally

Example:
Some people smuggled devices across the border.

Staying Connected Against the Odds

For many people around the world, the internet is part of daily life. People use it to work, study, talk to family, read the news, and share ideas. But in some countries, internet access can suddenly disappear.

In China, Myanmar, Iran, and Venezuela, governments have blocked or limited access to parts of the internet, especially during political crises. These shutdowns can stop people from reading independent news or communicating freely online.

Despite these restrictions, many people have found creative ways to stay connected.

In Myanmar, hidden internet cafés powered by solar energy have become important places where people can go online. In Iran, underground networks help people get access to satellite internet. In China, many people use technology tools to bypass blocked websites and apps.

These solutions can be risky. People may face legal problems or punishment. But many continue because they believe access to information is important.

For many of them, staying online is not just about convenience. It is about communication, education, business, and freedom.

People continue to find ways to connect because information matters.

Reading comprehension

Ask:

1. Why is the internet important in daily life?

2. Which countries are mentioned in the documentary?

3. Why do governments block the internet?

4. What creative solutions do people use?

5. Why can these solutions be dangerous?

6. Why do people continue trying to stay connected?

Listening while watching task

Tell your student to listen for:

• countries mentioned

• problems people face

• tools people use

• risks involved

While watching, they can complete:

Complete the notes:

People use the internet for:

• getting information

• getting connected

• getting informed

• studying

• 
  

Governments sometimes block:

• stop communicating and hurdle to reach the information.

People bypass restrictions using:

• they smuggle starlink and they bypass the VPN.

• 
  

Risks include:

• to be arrested for the government and have severe punishment for violating the law.

• 
  

Speaking practice

Opinion questions

• Do you think internet access is a basic right? Why?

• it is a basic right to get connected freely.

• Should governments ever block the internet?

• i dont think so, the government can block apps like pedophile or surveil these people to stop their crime.

• What would happen if Brazil lost internet access for one day?

• How would students be affected?

• How would businesses be affected?

• How would families be affected?

Useful expressions for discussion

• I think that…

• In my opinion…

• It seems unfair because…

• One problem is…

• One solution could be…

• This affects people because…

• I was surprised that…

• I believe internet access is important because…

Follow-up grammar practice – Present Perfect + Present Simple review

Complete:

1. Many people __________ creative ways to stay connected. (find)
   → have found

2. Governments sometimes __________ websites. (block)
   → block

3. People __________ the internet every day for work and communication. (use)
   → use

4. Some activists __________ ways around censorship. (create)
   → have created

Final speaking task

Prompt:

write about your argumentation related to bets in your country and what steps you think it should be followed to stop this game.

i points. Businesses would probably have problems too.